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1.
Some argue that the goal of education is to influence out‐of‐school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self‐determination theory (teachers’ autonomy support) and from achievement goal theory (teachers’ mastery goals) that may predict students’ school‐prompted interest above and beyond students’ mastery goals and self‐efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students’ perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students’ own motivation, whereas perceived teachers’ autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school‐prompted interest. 相似文献
2.
Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and status goals) on the different facets of academic engagement. A total of 1147 Filipino secondary school students answered questionnaires assessing their social goals, achievement goals and academic engagement. Hierarchical regression analyses were employed to investigate the effects of social goals on academic engagement after controlling the effects of mastery and performance goals. Results indicate that certain kinds of social goals are also important predictors of academic engagement. We recommend that researchers consider investigating social goals that might be more salient in cross-cultural settings instead of focusing exclusively on mastery and performance goals. 相似文献
3.
Breda O’Brien 《Journal of Further & Higher Education》2018,42(7):922-936
Recently much research has focused on student engagement, both at school and at university. This attention is motivated by the role that engagement plays in student learning and in the student experience. Acknowledging that student engagement is a multifaceted construct we focus on the contribution that teaching and teacher traits make to the quality of student engagement, from the student’s perspective. In this small scale study, we adopt a qualitative methodology to investigate students’ perceptions of what factors impact on their engagement and what role the students themselves have in fostering such engagement. Focus group and one-to-one interviews with students in the last year of school and at university were analysed to reveal four overarching themes related to engagement in classroom life including the importance of active listening on the part of both students and teachers. The resulting Refined Quality Teaching Initiatives Framework outlines how dual engagement and active listening can be viable pedagogical strategies both at school and university. The framework also brings to the fore the active role and responsibilities that students have, in their own perceptions, for engagement in the classroom. We conclude with a reflection on the implications of our findings for teaching and teacher training. 相似文献
4.
This study examined the influence of high school teachers’ perceptions and individual difference characteristics on teachers’ use of motivating strategies in their classrooms. Participants were 75 teachers in 19 rural, public high schools. A mixed method approach was used. Quantitative measures included demographics, individual differences, perceptions, and motivating strategies, analyzed as correlations and regressions. Qualitative measures included generative self-report of motivating a student, and semi-structured interviews, which were open coded and then axial coded to identify themes and issues. Peer-related environment stood out among teacher perceptions predicting student motivation. Teacher support and efficacy predicted motivating strategies, but teacher perceptions of student goals and causes of lack of motivation did not. Teachers admit that they lack knowledge and efficacy for motivating students. Findings can inform teacher education, professional development, and administrative support for teaching effectiveness. 相似文献
5.
Much of the goal research in educational psychology has focused on top-down etic approaches with little emphasis on the use of bottom-up emic methods to uncover culturally-relevant phenomena. The aim of this study was to combine etic and emic approaches and to explore how goals derived from both approaches drive engagement and achievement. Study 1 was a qualitative study which aimed to examine the different types of goals that students spontaneously generated in school contexts. Wanting to help the family (which we labeled as family-support goal) was one of the most commonly-endorsed goals indicating its psychological salience for Filipino students. Study 2, a cross-sectional study, demonstrated that family-support goals were distinct from achievement goals. Study 3, a prospective longitudinal study, found that family-support goals positively predicted subsequent engagement and achievement. Study 4 replicated the results of Study 3 on a different sample of students after taking into account several relevant covariates (e.g., parental relatedness, relational self-construal, social desirability) thus ruling out the possibility of third variable confounds. Taken together, family-support goals were more salient predictors of optimal learning-related outcomes followed by mastery-approach goals. Results of the current study highlight the importance of taking culture into account in examining student motivation. 相似文献
6.
Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined the joint effects of perceived autonomy support from these three social agents on psychological needs, motivation, and engagement of 614 Chinese primary school students. Results revealed that perceived autonomy support from parents, teachers, and peers positively and uniquely predicted student psychological need satisfaction. The effect was strongest for parental autonomy support, although a model constraining the paths from all three social agents to be equal fit equally well. Need satisfaction predicted greater self-determined motivation and student engagement and mediated the effects of all three social agents on student motivation and engagement. The model showed strong gender invariance. The results highlight the importance of targeting all three social agents in multi-level interventions that aim to optimize student motivation and school engagement. 相似文献
7.
Annemieke Zwaans Ineke van der Veen Monique Volman Geert ten Dam 《Teaching and Teacher Education》2008,24(8):2118-2131
This article concerns the relationship between social–educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. 相似文献
8.
This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change. 相似文献
9.
Sabina Neugebauer 《The Journal of educational research》2016,109(4):391-404
Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed. 相似文献
10.
Barbara A. Greene Raymond B. Miller H. Michael Crowson Bryan L. Duke Kristine L. Akey 《Contemporary educational psychology》2004,29(4):462-482
Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed. 相似文献
11.
Diana Raufelder Diomira Sahabandu Guadalupe Sánchez Martínez Victoria Escobar 《教育心理学》2015,35(2):137-157
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students’ individual school self-concept. In contrast, less is known about the association between students’ individual school self-concept and school engagement, or the related concepts of school belonging and helplessness in school. The current study explored social relationships as mediators in the association between individual school self-concept and adolescents’ school engagement, belonging to school and helplessness in school in a large sample of 7th and 8th grade students (N?=?1088; MAge?=?13.7) in secondary schools in Brandenburg, Germany. The results of two structural equation models showed that the teacher–student relationship mediated the association between individual school self-concept and school engagement, belonging to school and helplessness in school, respectively. In contrast, the student–student relationship did not mediate any of these associations. 相似文献
12.
Given inconsistencies in the extant literature, achievement goal theory and research remain at an important crossroads, with ongoing questions about the conceptualization of achievement goals, measurement of achievement goals, and inferences made regarding achievement goal related findings. Using latent profile analysis, we explored how achievement goals vary across measures (PALS; Midgley et al., 2000 and AGQ-R; Elliot & Murayama, 2008) and domain (math vs. language arts) across a sample of primarily African American middle and high school students in the South. Main findings showed that the PALS and AGQ-R distinguish different profile goal-patterns, and that this is true across both the math and language arts domains. Not surprisingly, generally, students adopting more adaptive goal profiles (e.g., mastery or multiple) reported higher endorsement of cognitive engagement and social and academic future selves. Current findings support previous research observing disparate AGQ-R and PALS outcomes, adding evidence with domain-specific latent profiles. Given differences in profile patterns, findings suggest the instruments may be differentially tapping into goal perceptions. 相似文献
13.
Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers’ teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed. 相似文献
14.
《The Journal of educational research》2012,105(4):286-292
ABSTRACT The author attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and achievement goals were related to their academic burnout versus work engagement, and to determine differences in the indicators of burnout versus engagement among students with different subtypes of perfectionism. A total of 456 eighth-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, achievement goals, academic burnout, and work engagement. Results of this study indicated that perfectionism along with achievement goals emerged as statistically significant predictors of Taiwanese students’ burnout and work engagement. Additionally, the quality of adolescents’ engagement varied as a function of perfectionistic tendencies. Adaptive perfectionists displayed the healthiest pattern of engagement in schoolwork. Implications for educational practices and future research are discussed. 相似文献
15.
For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice. 相似文献
16.
In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective. 相似文献
17.
Caroline F. Mansfield 《International Journal of Educational Research》2009,48(4):286-298
Understanding students’ multiple goals in real learning contexts is an emerging area of importance for educators and researchers investigating student motivation in classrooms. This qualitative study conducted over an academic year investigates the multiple goals articulated by seven 11-year-old students and explores relationships between goals and changes in goals during the year. Findings show students pursue a range of related academic and social goals over time and that goals can be complementary and dynamic. The significance of multiple goals is emphasised as goals are shown to be complex, dynamic, and pursued simultaneously in real learning contexts. 相似文献
18.
Lois Harris 《Teaching and Teacher Education》2011,27(2):376-386
Teacher actions can influence how students engage at school, making it relevant to understand their conceptions of student engagement and how to facilitate it. Reviews of existing literature suggested that a distinction between engagement in schooling and engagement in learning might help differentiate between social and academic outcomes.Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction. While some teachers held complex conceptions centred on promoting cognitive engagement and student learning, others aligned with engagement in schooling, focusing on generating participation and emphasising positive student affective experiences. 相似文献
19.
David Zyngier 《Teachers and Teaching》2013,19(4):327-347
This article examines contemporary research and debates about pedagogies of engagement that challenge the traditional assumptions and understandings of engagement. Three contesting epistemological constructions of student engagement are identified and examined through the contesting and resisting voices of teachers and students. The article's research suggests that an empowering and resistant pedagogy can (re)conceive student engagement so that it achieves the twin goals of social justice and academic achievement. 相似文献
20.
This longitudinal study examined the relative importance of two key facets of mathematics teachers’ motivation (educational interest, relational goals) for student-reported instructional quality (cognitive activation, social relatedness, relevance support, rule clarity) and student mathematics interest. The sample comprised 50 mathematics teachers and their students (n = 959) from 30 secondary schools. There were three waves of data collection: at the beginning of the ninth grade (Time 1), at the beginning of the tenth grade (Time 2), and in the middle of the tenth grade (Time 3). Teacher motivation was assessed using both self-assessments and student reports, the remaining variables were based only on student reports. Multilevel structural equation analyses revealed for teachers’ Time 1 self-reported educational interest significant class-level effects on Time 2 instructional practices (i.e., cognitive activation and relevance support). The hypothesized effect of teachers’ Time 1 relational goals on Time 2 social relatedness was found to be significant only at the individual student level. In contrast, at the class level, only teachers’ Time 1 self-reported educational interest contributed significantly and indirectly to Time 3 student mathematics interest via Time 2 cognitive activation. In addition, we observed a cross-level indirect effect of Time 1 teachers’ class-level self-reported educational interest on Time 3 student-level mathematics interest mediated by Time 2 student-level relevance support. Overall, the results contribute to research aimed at identifying and comparing the unique effects of teacher motivation facets on instructional practices and student outcomes. 相似文献